CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS
Diagnostic check answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Part 1: Non-fiction
Section A: Reading
Question
Answer
Marks
1
a family made up of more than one generation
Give 1 mark. Do not reward direct quotations from the text.
1
2
In the UK different generations live apart.
Give 1 mark.
1
there are 12 million old people / there are a lot of elderly people / 5% of the
population is over 85
Give 1 mark for any of these ideas.
1
4
•
It was set up in 2019.
•
It is a non-profit organisation.
•
It has an online system.
Give 1 mark for each of these ideas, to a maximum of 2 marks.
2
5
Because ‘chatter’ is a nickname / is being used as an informal name
for the volunteers.
Give 1 mark for any credible explanation of these ideas.
1
6
the elderly people themselves
Give 1 mark.
1
7
•
anecdotal evidence: Amit remembers . . .
•
use of statistics: Approximately 50 per cent . . .
•
reference to an official report: a 2019 report . . . / in a national study.
Give 1 mark each for any of these ideas, up to a maximum of 2 marks.
2
8
addresses young people. / It invites young people to volunteer.
Give 1 mark.
1
3
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1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS
Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
The text type is clearly established with an appropriate tone throughout.
Uses a range of well-chosen vocabulary precisely.
A clear, consistent relationship between the writer and the reader is established
and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader is shown.
3
•
•
•
•
Content is straightforward, with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2
•
•
•
The response has limited relevance to the task.
Some elements of the text type are seen, but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / Grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid the development of the text.
Cohesion is achieved using devices such as connectives accurately and consistently.
Makes effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by
positioning of clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use of sentence structures.
Some complex sentences are used for effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if,
so, because, then).
Grammar and punctuation are mostly accurate.
3
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
2
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2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS
Descriptors
•
•
Simple connectives are used to join clauses in compound sentences.
Past and present verb tenses are generally consistent, and punctuation is generally
correct throughout.
•
•
•
Some basic sequencing of material is evident, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is used, with sentences usually demarcated accurately.
Marks
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate.
1
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3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS
Part 2: Fiction
Section A: Reading
Question
Answer
Marks
1
It warns us that something awful is going to happen / foreshadows
/ adds mystery.
Give 1 mark. Do not reward generic comments such as ‘it draws the reader in’.
1
2
She seems naïve / childish / innocent / she doesn’t know the ways of the world.
Give 1 mark for any credible idea that moves beyond the idea that she is young /
10 years old.
1
3a
metaphor
Give 1 mark.
1
3b
It makes us understand that she is sheltered / her experience is very limited /
she feels secure in her garden.
Give 1 mark for any credible explanation.
1
4a
It is a balanced sentence, and the words owned and ruled show that her
grandparents had power / authority.
Give 1 mark for any credible explanation that focuses on these ideas.
1
4b
It suggests that they live like royalty / have high status / rule the house.
Give 1 mark for any credible explanation that focuses on these ideas.
1
5
•
There were lots of people / relatives there.
•
They all moved freely in each other’s living spaces.
Give 1 mark for each of these ideas, up to a maximum of 2 marks. Do not reward
points that fail to focus on the fact that she is an only child.
2
6
personification
Give 1 mark.
1
7
The writer repeats the phrase my world, which links back to the start and/or the
third paragraph.
Give 1 mark.
1
Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors
•
•
•
•
Content is relevant and developed with imaginative detail using a variety of techniques
(e.g. imagery and figurative language).
Uses a range of precise and well-chosen vocabulary.
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established and
controlled.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
4
4
CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS
Descriptors
Marks
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story,
which engages the reader.
3
•
2
•
Content is straightforward with an appropriate balance (e.g. speech,
action and description).
Vocabulary is sometimes simple, but with some choices to create interest.
Some events / feelings are described (e.g. something has happened that the character
needs to explain / reflect on).
Some attempt made to engage the reader.
•
•
•
•
Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information relevant to the narrative.
There is a little awareness of the reader.
1
•
•
Structure of texts / Grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Marks
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings
and closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by
positioning of clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text.
A logical sequence is evident, with some attempt to link ideas, including some fitting
openings and closings.
Some use is made of organisational devices.
Sentence structures are usually used appropriately.
Some complex sentences are used to create effect, such as using expanded phrases to
develop ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives
(e.g. if, so, because, then).
Grammar and punctuation are mostly accurate.
3
Paragraphs are used, but not consistently.
Some attempt is made to sequence ideas logically, with some opening and closing
of ideas evident.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.
2
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS
Descriptors
•
•
•
Some basic sequencing is present, with story ideas evident.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar, with sentences usually punctuated accurately.
Marks
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is generally correct.
2
•
Spelling of a reasonable range of words is generally accurate.
1
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: MID-POINT TEST ANSWERS
Mid-point test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Part 1: Non-fiction
Section A: Reading
Question
Answer
Marks
1

It left harbour on 7 November 1872.

It was travelling from New York to Genoa, Italy.

The captain, his family and eight crew members were on board.
Give 1 mark for each of these ideas, up to a maximum of 2 marks.
2
2
‘tempestuous’
Give 1 mark. Give 0 marks if more than one word is offered unless
‘tempestuous’ is clearly indicated as the selected answer.
1
3
It adds to the mystery / is creepy / makes it more exciting.
Give 1 mark for any of these ideas.
1
4a
personification
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
4b
‘riddle’
Give 1 mark.
1
5a
Because the ship did not show any physical signs of an explosion / the ship was
still in one piece / undamaged.
Give 1 mark for any clear expression of this idea.
1
5b
Because it is a pun / plays on the word ‘water’ as ships sail on water or can
take on water.
Give 1 mark for any credible explanation showing understanding of the
double meaning.
1
6
The writer means that there are some unanswered questions / mysteries
about past events / bad things happened in the past.
Give 1 mark.
1
7
Because it links back to the headline.
Give 1 mark.
1
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: MID-POINT TEST ANSWERS
Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors
Marks





Content is consistently relevant and developed in detail.
The text type is clearly established with an appropriate tone throughout.
Makes effective use of relevant features for a chosen purpose.
Uses a range of well-chosen vocabulary precisely.
A clear, consistent relationship between the writer and the reader is established
and controlled.
4




Content is relevant, and ideas are developed using some appropriate techniques.
Main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader is shown.
3




Content is straightforward, with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2



The response has limited relevance to the task.
Some elements of the text type are seen, but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / Grammar and punctuation (maximum of 4 marks)
Descriptors












Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid the development of the text.
Cohesion is achieved using devices such as connectives accurately and consistently.
Makes effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by
positioning of clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use of sentence structures is evident, with some variety.
Some complex sentences are used for effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if,
so, because, then).
Grammar and punctuation are mostly accurate.
3
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: MID-POINT TEST ANSWERS
Descriptors









Marks
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present verb tenses are generally consistent, and punctuation is generally correct
throughout.
2
Some basic sequencing of material is evident, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is used, with some use of accurate punctuation.
1
Spelling (maximum of 2 marks)
Descriptors
Marks

Spelling of a wide range of words is generally correct.
2

Spelling of a reasonable range of words is generally accurate.
1
Part 2: Fiction
Section A: Reading
Question
Answer
Marks

1
green hills were left far behind as the land turned to brown: shows that
the land is less fertile / beautiful.

the road like a grey rope stretching endlessly ahead of them: the
simile shows the road as colourless and gloomy and never-ending /
not welcoming.
Give 1 mark for an appropriate example and 1 mark for a credible explanation.
2
2
Language:

the city had looked magical: denotes wonder

thousands and thousands of stars: shows the size of the city and
night / exaggeration

were spread out in front of them: makes it sound as though the city is a
feast promising them riches.
Structure:

dashes used to list the main features of the city

repetition in thousands and thousands creates a sense of awe
and wonder.
Give 1 mark for each example with a credible explanation, up to a maximum of
2 marks.
2
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: MID-POINT TEST ANSWERS
Question
3
Answer
He feels amazed / impressed.
Give 1 mark for any credible explanation.
Marks
1


4
He is very tall: gigantic figure whose head almost touched the roof.
He is cold / uncaring / disinterested in Sipho: So this is the one you have
been crying about.

He is angry / aggressive / frightening: Roughly throwing open the door /
stormed out.
Give 1 mark for an appropriate impression and 1 mark for a selective quotation
to support it.
2
5
He wasn’t listening properly / couldn’t absorb what she was saying.
Give 1 mark for any credible explanation.
1
6
backstory
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
7
It returns to the present / comes forward by six months.
Give 1 mark.
1
Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors

Marks
Content is relevant and developed with imaginative detail using a variety of techniques
(e.g. imagery and figurative language).
Uses a range of precise and well-chosen vocabulary.
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established
and controlled.
4




Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story,
which engages the reader.
3

Content is straightforward with an appropriate balance (e.g. speech, action
and description).
Vocabulary is sometimes simple, but with some choices to create interest.
Some events / feelings are described (e.g. something has happened that the character
needs to explain / reflect on).
Some attempt made to engage the reader.
2






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4
CAMBRIDGE LOWER SECONDARY ENGLISH 9: MID-POINT TEST ANSWERS
Descriptors




Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information relevant to the narrative.
There is a little awareness of the reader.
Marks
1
Structure of texts / Grammar and punctuation (maximum of 4 marks)
Descriptors





















Marks
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings
and closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by
positioning of clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text.
A logical sequence is evident, with some attempt to link ideas, including some fitting
openings and closings.
Some use is made of organisational devices.
Sentence structures are usually used appropriately.
Some complex sentences are used to create effect, such as using expanded phrases to
develop ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives
(e.g. if, so, because, then).
Grammar and punctuation are mostly accurate.
3
Paragraphs are used, but not consistently.
Some attempt is made to sequence ideas logically, with some opening and closing of ideas
evident.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.
2
Some basic sequencing is present, with story ideas evident.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar, with sentences usually punctuated accurately.
1
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5
CAMBRIDGE LOWER SECONDARY ENGLISH 9: MID-POINT TEST ANSWERS
Spelling (maximum of 2 marks)
Descriptors
Marks

Spelling of a wide range of words is generally correct.
2

Spelling of a reasonable range of words is generally accurate.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
6
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
End-of-year test answers
The tests and answers have been written by the authors. They may not fully reflect the approach of
Cambridge Assessment International Education.
Part 1: Non-fiction
Section A: Reading
Question
Answer
Marks
1
‘lured’
Give 1 mark (0 if more than one word is given).
1
2
• by hunting for food
• by finding ways of making money
• by wanting to see more of our surroundings / go beyond our horizons
Give 1 mark for each of these ideas, up to a maximum of 2 marks.
2
3
• (Literal) – seeing the world from above in an aeroplane
• (Metaphorical) – making amazing progress / developments in exploration
Give 1 mark for each of these ideas to a maximum of 2 marks.
2
4
Laika was used to check that space travel would not be fatal / lead to death
for humans.
Give 1 mark. Do not accept more general responses, such as ‘To see if it was
safe / too dangerous’.
1
5
to outline the progress made in space travel
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
•
•
6
Using ‘light-years’ is effective as it is language related to space.
It sums up or stresses the speed of the achievements outlined in the
paragraph.
Give 1 mark for either of these ideas.
1
7
• It involves a lot of working out / theory / complex equations / planning.
• It is life-threatening / can lead to death.
Give 1 mark for each of the above, up to a maximum of 2 marks.
2
8
‘rare’
Give 1 mark. Do not allow excess words.
1
9
Language:
• blast off: linked to rockets, so an effective way of describing
people’s interest
• use of examples: Planetary Resources / SpaceX – gives it credibility and
shows progress is still ongoing
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1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Question
Answer
Marks
•
direct address to reader (e.g. maybe you’ll be) makes the tone friendly and
warm
• Don’t forget to do your maths homework!: adds humour and makes
it less formal.
Structure:
• exclamatory sentence But . . . blast off! adds anticipation / excitement
about the future developments of space travel
• rhetorical question maybe you’ll be one of them? makes it clear that anyone
can be involved / opens it out
• Don’t forget to do your maths homework! links back to paragraph 3 – the
equations and rocket science.
Give 1 mark for each example and 1 mark for a credible explanation for each,
up to a maximum of 4 marks.
4
•
•
10
Metaphor: (for a moment) the Earth stood still
Effect: shows how amazing, unbelievable or moving it was / the dramatic
impact of the achievement on people / that is was a momentous moment
for humankind.
Give 1 mark for the correct example and 1 mark for a credible explanation that
focuses on the human reaction.
2
11
Because they couldn’t believe it was true / because it was unbelievable.
Give 1 mark. Do not allow direct lifts from the text.
1
12
Because they are not based on real life / they are made up / they
are unrealistic.
Give 1 mark for any credible explanation.
1
13
that landing on Mars will make anything possible in space exploration
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
•
•
14
establish a settlement
make the atmosphere richer in oxygen / reduce carbon dioxide in the
atmosphere
• raise the temperature
• fill streams and lakes with water
• plant foliage
• human race may not survive on Earth
• Earth could be destroyed ecologically
• danger of asteroid colliding with earth
• sun growing larger
• survival of the human race
Give 3 marks for 8–9 points.
Give 2 marks for 6–7 points.
Give 1 mark for 3–5 points.
Give 0 marks for 0–2 points.
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3
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Question
15
Answer
The summary should include five points from question 14, written in the
learner’s own words (as far as possible) and be coherent. Words and phrases
taken from the text are acceptable where they contribute to
a cohesive summary.
Give 2 marks for a summary that combines five or more points from question 14
into a coherent summary. If the summary exceeds 55 words, give
1 mark only.
Give 1 mark for a summary that includes fewer than five points from
question 14.
Give 0 marks for a summary that is not written in (attempted) sentences
/ prose, or that includes none of the points from question 14.
Marks
2
Section B: Writing
Creation of texts / Vocabulary and language (maximum of 8 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
Text type is clearly established with an appropriate tone throughout.
Uses a wide range of well-chosen vocabulary precisely.
A clear, consistent relationship between the writer and the reader is established
and controlled.
7–8
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader is shown.
5–6
•
•
•
•
Content is straightforward, with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
3–4
•
•
•
The response has little relevance to the task.
Some elements of the text type are seen but the tone may be inconsistent.
Vocabulary is simple.
1–2
Structure of texts (maximum of 7 marks)
Descriptors
•
•
•
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid the development of the text.
Cohesion is achieved using devices such as connectives accurately and consistently.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
6–7
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Descriptors
Marks
•
•
•
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
4–5
•
•
•
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
2–3
•
Some basic sequencing of material is evident, grouped by content.
1
Grammar and punctuation (maximum of 7 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
Marks
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by
positioning of clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost always
accurate.
(Serious errors may occur where structures are very ambitious.)
6–7
Appropriate use of sentence structures is evident.
Some complex sentences are used to create effect, such as using expanded phrases to
develop ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives
(e.g. if, so, because, then).
Grammar and punctuation are mostly accurate.
4–5
Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.
2–3
Mainly simple sentences, with some variation in sentence openings.
Generally correct grammar, with sentences usually demarcated accurately.
1
Descriptors Marks
Spelling (maximum of 3 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
3
•
Spelling of a reasonable range of words is generally accurate.
2
•
Spelling of simple words is usually accurate.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
4
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Part 2: Fiction
Section A: Reading
Question
Answer
Marks
1
‘confinement’
Give 1 mark.
1
2
to keep out the sun / to stop the sun coming into the house / to keep the
house cool
Give 1 mark for a credible explanation. Do not reward lifting.
1
•
3 a and b
their faces were red and bloated: unpleasant image showing the children
are hot and swollen
• stifled the children: gives the impression that they are being suffocated
• made them feel that their lungs were stuffed with cotton wool and their
noses with dust: unpleasant image showing they cannot breathe fully
• they would choke: exaggerated language to show how desperate they are
for outside air
Give 1 mark for any of the above examples and 1 mark for a credible
explanation, up to a maximum of 2 marks.
2
4
Because they are wailing loudly. / Because she can’t stand the noise they are making.
Give 1 mark for any clear expression of the above idea.
1
5 a and b
simile
It tells you:
• they are full of life / energy / excitement
• they all exited quickly together as group
• they were desperate to get out through the door.
Give 1 mark for naming simile and 1 mark for any credible explanation such as
the examples above.
2
6
Language:
• they faced the afternoon: the word ‘faced’ makes the afternoon sound
like an enemy
• too hot. Too bright: use of the word ‘too’ emphasises how excessive the
light and heat were
• white walls of the veranda glared: makes the walls sound angry / hostile
• like a tray made of beaten brass: a harsh and unpleasant metallic image –
not usually associated with gardens
• red gravel and the stony soil: harsh and dry image of the garden
• in all shades of metal – etc.: metallic image makes the garden sound
unbearably hot and uncomfortable.
Structure:
• Short sentences at the beginning sound abrupt, as though the outside was
a shock.
• Repetition of ‘too’ emphasises the heat and light being unpleasant.
• Listing of metals shows the whole garden was dry and boiling / unpleasant
to touch.
4
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Question
Answer
Marks
Give 1 mark for each selected example to a maximum of 2.
Give 1 mark for each credible explanation to a maximum of 2.
metaphor
It makes the trees sound very dry / parched / in need of water.
Give 1 mark for naming metaphor and 1 mark for any credible explanation.
2
8a
• The birds are described as dead fruit.
• The squirrels are lying limp under the tap.
• The dog is lying on the veranda mat and can’t wag its tail.
Give 1 mark for any of the above, up to a maximum of 2 marks.
2
8b
The parrots move / fly suddenly and quickly, despite the heat.
Give 1 mark. Do not reward lifts direct from the text.
1
9
The writer suggests that children take games seriously / that children’s games
are ruthless like the world of business.
Give 1 mark for any credible explanation in learner’s own words.
1
10
They are argumentative / squabble a lot / not very nice to one another.
Give 1 mark.
1
7 a and b
•
•
11
She is more mature / older: motherly Mira intervened.
She is tough / strict: She pulled the boys roughly apart / firmly pulling
and pushing.
• She is domineering / a leader: ‘Now clap!,’ she roared / ‘she shouted’
Give 1 mark for each point, up to a maximum of 2 marks.
Give 1 mark for each supporting quotation, up to a maximum of 2 marks.
4
12
Their movement was fast / quick / speedy.
Give 1 mark.
1
•
13
Short sentences in Raghu was it. He started to protest, to cry. add
dramatic tension as he will not accept being ‘It’.
• Repetition of cheated builds his hysteria and anger.
• Use of dashes in his direct speech shows his desperation to stop
the game.
• Use of list / complex sentence describes the children disappearing.
• Use of ellipsis leaves the reader to wonder what he will do next.
Give 1 mark for each explained example, up to a maximum of 2 marks.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2
6
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Section B: Writing
Creation of texts / Vocabulary and language (8 marks)
Descriptors
•
Marks
Content is relevant and developed with imaginative detail, using a variety of techniques
(e.g. imagery and figurative language).
Uses a range of precise and well-chosen vocabulary.
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established
and controlled.
7–8
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story,
which engages the reader.
5–6
•
3–4
•
Content is straightforward with an appropriate balance (e.g. speech, action
and description).
Vocabulary is sometimes simple, but with some choices to create interest.
Some events / feelings are described (e.g. something has happened that the character
needs to explain / reflect on).
Some attempt is made to engage the reader.
•
•
•
•
Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information that is relevant to the narrative.
There is a little awareness of the reader.
1–2
•
•
•
•
•
Structure of texts (maximum of 7 marks)
Descriptors
•
•
Marks
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings
and closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
6–7
Paragraphs are used to help structure the text,
A logical sequence is evident, with attempts to link ideas and some fitting openings
and closings.
Some use of organisational devices.
4–5
2–3
•
Paragraphs are used, but not consistently.
Some attempt is made to sequence ideas logically. Some opening and closing of ideas may
be evident.
Movement between paragraphs may be disjointed.
•
Some basic sequencing, with story ideas evident.
1
•
•
•
•
•
•
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
Grammar and punctuation (maximum of 7 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
Marks
Effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by
positioning of clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)
6–7
Appropriate use is made of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to
develop ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of
connectives (e.g. if, so, because, then).
Grammar and punctuation are mostly accurate.
4–5
Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.
2–3
Mainly simple sentences, with some variation in sentence openings.
Generally correct grammar, with sentences usually demarcated accurately.
1
Spelling (maximum of 3 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
3
•
Spelling of a reasonable range of words is generally accurate.
2
•
Spelling of simple words is usually accurate.
1
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8
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 1 TEST ANSWERS
End of unit 1 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
to show the challenges of being a travel writer
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
2
Use of list/rule of three in sentence 2: builds the complaints up in one sentence /
stresses how awful it is.
Ellipsis in final sentence: trails off as the paragraph ends to stress the disappointment
/ prepares the reader for the full story.
Give 1 mark for the example and 1 mark for any credible explanation given in the
learner’s own words, up to a maximum of 2 marks.
2
3
Example: ‘this place looks like something from science fiction’.
Effect: Coober Pedy sounds like a place from a film set, which stresses how unusual it
was / how alienating she found it / how uncomfortable she feels there.
Give 1 mark for the example and 1 mark for any credible explanation given in the
learner’s own words, up to a maximum of 2 marks.
2
4
Because the days are very hot and the nights are very cold / temperatures there are
at both ends of the spectrum.
Give 1 mark for any explanation of these ideas given in the learner’s own words.
1
5
‘(in a) desperate attempt (to get rich quick)’
Give 1 mark. Give 0 marks if more text than above is offered.
1
6
because she does not want to be there
Give 1 mark for any explanation of this idea given in the learner’s own words.
1
7
because a negative article ends on a more positive note / it is more light-hearted
Give 1 mark for any explanation of this idea given in the learner’s own words.
1
8
It means getting to know the area better, but also refers to the fact that people sleep
in holes in the ground.
Give 1 mark for any credible explanation of both meanings.
1
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1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 1 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
The text type is clearly established, with an appropriate tone throughout.
Uses a wide range of well-chosen vocabulary.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
The main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader.
3
•
•
•
•
Content is straightforward with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2
•
•
•
The response has limited relevance to the task.
Some elements of the text type are seen but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid development of ideas.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use is made of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
3
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
2
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 1 TEST ANSWERS
Descriptors
•
•
•
There is some basic sequencing of material, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is evident, with sentences usually demarcated accurately.
Marks
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 2 TEST ANSWERS
End of unit 2 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
to persuade more people to join the police
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
2
• They ask a series of questions people may have.
• They organise the material clearly.
Give 1 mark for either of these ideas up to a maximum of 2 marks.
2
•
•
3
Repetition to reinforce points: power / you (will) / communities.
Use of colon: you are given power: the power to help people reinforces sense of
helping others / using power for good.
• Use of semi-colon in you will learn new skills; skills that will stay with you for life
reinforces the benefits.
Give 1 mark for any of these ideas.
1
4
• It is physically / mentally / emotionally challenging.
• Dealing with difficult situations.
• Dealing with criminals.
Give 1 mark for any of these ideas.
1
5
The following points may be included:
• job satisfaction / fulfilment
• unpredictable / interesting / no two days the same
• competitive salary
• private health care
• discounts from retailers
• good training
• develop skills (handling dangerous situations / investigating crime)
• develop knowledge (of law / technology)
Give 3 marks for 7–8 points.
Give 2 marks for 4–6 points.
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
3
6
Give 2 marks for a response with at least five points and which demonstrates clear
understanding.
Give 1 mark for a response with three points and some clarity.
Give 0 marks for a summary made up of points that are not synthesised or includes
one / two of the listed points.
Do not award more than 1 mark if the summary is over 50 words.
2
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1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 2 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
The text type is clearly established, with an appropriate tone throughout.
Uses a wide range of well-chosen vocabulary.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
The main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader.
3
•
•
•
•
Content is straightforward with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2
•
•
•
The response has limited relevance to the task.
Some elements of the text type are seen but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid development of ideas.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
4
3
•
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use is made of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
•
•
•
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
2
•
•
•
•
•
•
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 2 TEST ANSWERS
Descriptors
•
•
•
•
•
•
Marks
Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
There is some basic sequencing of material, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is evident, with sentences usually demarcated accurately.
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 3 TEST ANSWERS
End of unit 3 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
‘conducted’
Give 1 mark.
1
2
• Going into the unknown: a dark passage.
• Use of a cellar / underground: a huge cellar.
• Use of dim or flickering light: a lantern (do not allow darkness alone).
Give 1 mark for any of these ideas, to a maximum of 2 marks.
2
3
to catch the criminals in the act
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
4
a pitch and absolute
Give 1 mark for both of the above. Give 0 marks if only one correct word is offered.
b it makes the cellar seem damp / musty (needs sense of dampness not just cold)
Give 1 mark for any credible explanation.
1
1
•
•
5
Use of typical equipment: a magnifying lens.
Issuing the instructions / carefully thought-out plan (accept any example of an
instruction).
• Taking charge: when I flash a light.
• Back-up plan: I hope … you have done what I asked you / two officers waiting at
the front door.
• Bravery: examples are use of darkness and waiting/danger.
Give 1 mark for any of these ideas. Credit any credible explanation of the example.
2
6
• Discomfort: my limbs were weary and stiff.
• Fear: highest pitch of tension.
Give 1 mark for either of these ideas, up to a maximum of 2 marks.
2
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1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 3 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
•
Marks
Content is relevant and developed with imaginative detail using a variety of techniques,
e.g. imagery and figurative language.
Uses a range of precise and well-chosen vocabulary
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.
3
•
•
•
2
•
Content is straightforward with an appropriate balance (e.g. speech, action and description).
Vocabulary is sometimes simple, but with some choices made to create interest.
Some events / feelings are described (e.g. something has happened that the character needs to
explain / reflect on).
Some attempt is made to engage the reader.
•
•
•
•
Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information that is relevant to the narrative.
There is a little awareness of the reader.
1
•
•
•
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings and
closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
There is effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
Paragraphs are used to help structure the text.
A logical sequence is evident, with some attempt to link ideas, including some fitting openings
and closings.
Some use is made of organisational devices.
There is appropriate use of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if, so,
because, then).
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
4
3
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 3 TEST ANSWERS
Descriptors
Marks
•
Grammar and punctuation are mostly accurate.
•
•
•
•
Paragraphs will be used but not consistently.
Some attempt is made to sequence ideas logically, with some opening and closing of ideas evident.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
2
There is some basic sequencing, with story ideas evident.
Mainly simple sentences are used, with some variation in sentence openings.
Grammar is generally correct, with sentences usually demarcated accurately.
1
•
•
•
•
•
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 4 TEST ANSWERS
End of unit 4 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
1
Answer
‘precisely’
Give 1 mark. Give 0 marks if more than one word is offered.
Marks
1
•
2
The sentence is balanced in structure either side of the semi-colon: reflects the
obsession with time / punctuality / the exacting or precise nature of the central
character.
•
Use of dashes to give repeated information: stresses his need to be in control so
adds depth to his character.
•
Repetition of never and unless he: both phrases show his controlling and precise
attitude to life.
Give 1 mark for the example and 1 mark for any credible explanation given in the
learner’s own words, up to a maximum of 2 marks. Allow repetition in the explanations.
2
3
The name implies he has hidden depths or secrets / that there is more to him than we
see / it makes him a mysterious character.
Give 1 mark for any credible explanation given in the learner’s own words.
1
4
that it is not straight / that it is overgrown
Give 1 mark for any explanation of one of these ideas given in the learner’s own words.
1
5
that he is able to travel through time
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle. Give 0 marks if
more than one answer is ticked.
1
6
When (the) present was (the) past and (the) past was (the) present.
Give 1 mark for just the words ‘past’ and ‘present’ or if one of the words is correctly
rewritten in the sentence.
Give 2 marks if the learner has fully rewritten the sentence.
2
•
7
withholding information from the reader – we do not know what his business
is / who he is meeting / who the face at the window is
•
the setting – an old, isolated house
•
mention of technical gadgets that we do not understand fully
•
use of time as a theme with the suggestion that the central character can move
through time.
Give 1 mark for any two of these features with a clear example given.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2
1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 4 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
•
Marks
Content is relevant and developed with imaginative detail using a variety of techniques,
e.g. imagery and figurative language.
Uses a range of precise and well-chosen vocabulary.
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.
3
•
•
•
2
•
Content is straightforward with an appropriate balance (e.g. speech, action and description).
Vocabulary is sometimes simple, but with some choices made to create interest.
Some events / feelings are described (e.g. something has happened that the character needs to
explain / reflect on).
Some attempt is made to engage the reader.
•
•
•
•
Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information that is relevant to the narrative.
There is a little awareness of the reader.
1
•
•
•
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings and
closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
There is effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
Paragraphs are used to help structure the text.
A logical sequence is evident, with some attempt to link ideas, including some fitting openings and
closings.
Some use is made of organisational devices.
There is appropriate use of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if, so,
because, then).
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
4
3
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 4 TEST ANSWERS
Descriptors
Marks
•
Grammar and punctuation are mostly accurate.
•
•
•
•
Paragraphs will be used but not consistently.
Some attempt is made to sequence ideas logically, with some opening and closing of ideas evident.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
2
There is some basic sequencing, with story ideas evident.
Mainly simple sentences are used, with some variation in sentence openings.
Grammar is generally correct, with sentences usually demarcated accurately.
1
•
•
•
•
•
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 5 TEST ANSWERS
End of unit 5 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
•
1
confident / proud: The machine was ready / the work was finally complete / It
appeared exactly as I had seen it in my dreams.
• excited / inspired: I’d never felt so awake.
Give 1 mark for each feeling with a relevant quote up to a maximum of 2.
2
•
2
it was like an engine / it had moving parts / it was powerful (the motor and blades
were bolted and secured)
•
it was covered in oil / it was shiny / it was dirty (the chain was taut and heavy
with grease)
•
it was tall / huge / high up (the tower stood steady in its legs).
Give 1 mark for any own words example and 1 mark for a relevant quote.
3
that they think the machine will not work
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
4
a personification
b The paragraph shows that William feels powerful as the creator of the machine.
Give 1 mark for each of these ideas.
1
1
1
1
1
•
5
6
(the colon introducing) a list of what it is made of: shows how a range of recycled
junk has been put together / how resourceful William is
• short sentence Each one told its own story of discovery: stresses the time and
patience it took to gather the materials / gives a romantic view of accumulating
the scrap metal to build the machine
• opposites lost and found used deliberately: this shows how determined William
was and how constructive / positive the machine is / stresses not giving up as
everything has its use
• final sentence Together now, we were all being reborn: short but balanced
sentence adds a feeling of solemnity / a profound moment / unity between man
and machine.
Give 1 mark for any one of these examples with a credible explanation.
•
•
•
the speed building as the machine starts: Slowly at first, then faster and faster...
William’s nervousness: My knees turned to jelly
the light appearing gradually: A tiny flicker in my palm and then a
magnificent glow.
Give 1 mark each for any of the above, up to a maximum of 2.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
1
2
1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 5 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
The text type is clearly established, with an appropriate tone throughout.
Uses a wide range of well-chosen vocabulary.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
The main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader.
3
•
•
•
•
Content is straightforward with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2
•
•
•
The response has limited relevance to the task.
Some elements of the text type are seen but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid development of ideas.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
4
3
•
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use is made of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
•
•
•
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
2
•
•
•
•
•
•
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 5 TEST ANSWERS
Descriptors
•
•
•
•
•
•
Marks
Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
There is some basic sequencing of material, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is evident, with sentences usually demarcated accurately.
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 6 TEST ANSWERS
End of unit 6 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
•
the direct address to the reader
•
the use of short sentences
•
the introduction of the metaphor of the city singing
Give 1 mark for any of the above.
1
2
extended metaphor
Give 1 mark.
1
3
The line suggests that we need to listen carefully / that the best sound is created when
we listen closely (to identify the individual sounds).
Give 1 mark for any credible explanation given in the learner’s own words.
1
•
4
Gentle / pleasant sounds: The low soothing hum of air-conditioners (sounds soft
and comforting); a lullaby hum for tired streets (as though the city at night is half
asleep).
•
Harsh / unpleasant sounds: constant crush of sound (as though you can’t escape it
/ it’s suffocating); engines rumbling (deeper, more obtrusive, mechanical); loose
drains clack-clicking like castanets (irritating, sharp sounds).
Give 1 mark for any explanation of these ideas given in the learner’s own words.
To get both marks contrasting images must be chosen.
2
5
onomatopoeia
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
•
6
Language: calling for help makes them sound desperate / wailing / incessant;
each every way you turn (can’t escape or get away from them); crying their needs
to the night like babies waawaa-ing (simile used to show how demanding and
inescapable they are / how futile as they get ignored).
•
Structure: long sentence – drawn out like the alarm sounds – never ending;
repetition of going off, coming on, going off, coming on mirrors the sounds and
shows how relentless and annoying it is.
Give 1 mark for any explanation of these ideas given in the learner’s own words. To get
both marks, both language and structural examples must be discussed.
2
7
that it is a sad wailing / depressing sound
Give 1 mark.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 6 TEST ANSWERS
Question
8
Answer
The last two sentences link back to the opening (directly addressing the reader / telling
the reader to listen).
Give 1 mark.
Marks
1
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
•
Marks
Content is relevant and developed with imaginative detail using a variety of techniques,
e.g. imagery and figurative language.
Uses a range of precise and well-chosen vocabulary
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.
3
•
•
•
2
•
Content is straightforward with an appropriate balance (e.g. speech, action and description).
Vocabulary is sometimes simple, but with some choices made to create interest.
Some events / feelings are described (e.g. something has happened that the character needs to
explain / reflect on).
Some attempt is made to engage the reader.
•
•
•
•
Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information that is relevant to the narrative.
There is a little awareness of the reader.
1
•
•
•
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings and
closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
There is effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
4
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 6 TEST ANSWERS
Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Paragraphs are used to help structure the text,
A logical sequence is evident, with some attempt to link ideas, including some fitting openings
and closings.
Some use is made of organisational devices.
There is appropriate use of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
Marks
3
Paragraphs will be used but not consistently.
Some attempt is made to sequence ideas logically, with some opening and closing of ideas evident.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
2
There is some basic sequencing, with story ideas evident.
Mainly simple sentences are used, with some variation in sentence openings.
Grammar is generally correct, with sentences usually demarcated accurately.
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 7 TEST ANSWERS
End of unit 7 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
•
use of ellipsis: reflects the unknown distance that she still has to travel
•
use of questions: shows lack of confidence and uncertainty / worry
•
flashback: remembering Celegorn’s words but questioning them now
Give 1 mark each for any two of the above, up to a maximum of 2.
Examples must be explained.
2
2
she thinks her father may die before she returns
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
3
•
There is more than one sun.
•
There are giants in her land.
Give 1 mark for each of the above, up to a maximum of 2 marks.
2
4
•
stunned
•
marvelled
•
struck
Give 1 mark for any two of the above. Give 0 marks if only one correct word is offered.
1
•
•
•
5
both piping hot and icy-cold: contrasts / extremes
texture and flavour shifted with every bite: an impossible concept
dense as a storm cloud, the next as light as sea foam: the simile uses textures that
can only be imagined
Give 1 mark for any one of these ideas. Credit any credible explanation of the example.
1
6
The description suggests that she is cold-hearted / expressionless / not really human /
soulless / unemotional.
Give 1 mark for any explanation of these ideas given in the learner’s own words.
1
7
She feels safe / protected / secure.
Give 1 mark.
1
8
•
The short sentence shows her decision is absolute / certain.
•
It is a sudden change of heart / as though she has woken up.
Give 1 mark for one of these ideas.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 7 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
•
Marks
Content is relevant and developed with imaginative detail using a variety of techniques,
e.g. imagery and figurative language.
Uses a range of precise and well-chosen vocabulary
Characterisation is shown through actions and reactions during the story.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
Vocabulary choices are appropriate and sometimes well chosen.
Characters are described and developed with actions linked to key events.
A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.
3
•
•
•
2
•
Content is straightforward with an appropriate balance (e.g. speech, action and description).
Vocabulary is sometimes simple, but with some choices made to create interest.
Some events / feelings are described (e.g. something has happened that the character needs to
explain / reflect on).
Some attempt is made to engage the reader.
•
•
•
•
Ideas are mostly relevant to the task (e.g. a simple plot).
Vocabulary is simple.
The reader is given basic information that is relevant to the narrative.
There is a little awareness of the reader.
1
•
•
•
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
Marks
Clear, well-organised paragraphs structure the narrative.
Chronological or logical links help the development of ideas, with appropriate openings and
closings.
Cohesion is achieved using devices such as connectives accurately and consistently.
There is effective use of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text,
A logical sequence is evident, with some attempt to link ideas, including some fitting openings and
closings.
Some use is made of organisational devices.
There is appropriate use of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
3
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 7 TEST ANSWERS
Descriptors
•
•
•
•
•
•
•
•
•
Marks
Paragraphs will be used but not consistently.
Some attempt is made to sequence ideas logically, with some opening and closing of ideas evident.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
2
There is some basic sequencing, with story ideas evident.
Mainly simple sentences are used, with some variation in sentence openings.
Grammar is generally correct, with sentences usually demarcated accurately.
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
End of unit 8 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
to show that disabled people can live normal lives
Give 1 mark. Accept alternatives to a tick, such as a cross or a circle.
Give 0 marks if more than one answer is ticked.
1
2
It does not mention being disabled. / It lists all the positive things she is proud of.
Give 1 mark for either of these ideas.
1
3
•
The family faced challenges together.
•
She went wherever her family went.
Give 1 mark for each of the above, up to a maximum of 2 marks.
2
4
It follows a chronological order through the writer’s life.
Give 1 mark for any explanation of this idea.
1
5
The following points may be included:
•
She went to college.
•
She graduated with a business qualification.
•
She got a job.
•
She got engaged to Stephen in 1987.
•
She got married in 1988.
•
She got pregnant.
•
She had a baby boy on 10 August.
•
Her little boy started nursery school at 15 months.
Give 3 marks for 7–8 points.
Give 2 marks for 4–6 points.
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
3
6
Give 2 marks for a response with at least five points and clear understanding.
Give 1 mark for a response with three points and some clarity.
Give 0 marks for a summary made up of points that are not synthesised or that includes
one or two of the listed points.
Do not award more than 1 mark if the summary is over 40 words.
2
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
The text type is clearly established, with an appropriate tone throughout.
Uses a wide range of well-chosen vocabulary.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
The main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader.
3
•
•
•
•
Content is straightforward with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2
•
•
•
The response has limited relevance to the task.
Some elements of the text type are seen but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid development of ideas.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
4
Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use is made of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
3
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
Descriptors
•
•
•
•
•
•
•
•
•
Marks
Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
2
There is some basic sequencing of material, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is evident, with sentences usually demarcated accurately.
1
Spelling (maximum of 2 marks)
Descriptors
Marks
•
Spelling of a wide range of words is almost completely accurate.
2
•
Spelling of a reasonable range of words is generally accurate.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 TEST ANSWERS
End of unit 9 test answers
The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Section A: Reading
Question
Answer
Marks
1
to entertain / to inform
Give 1 mark if both are correctly ticked.
Give 0 marks if more than two lines are ticked.
Accept alternatives to a tick, such as a cross or a circle. Give 0 marks if more than one
answer is ticked.
1
2
•
It stops any bias from the writer / the writer’s opinion.
•
You hear her own words as she says them / it is personal.
•
It helps organise the material (so readers can dip in and out).
Give 1 mark for any of these ideas, up to a maximum of 2 marks.
2
3
‘lodged’
Give 1 mark.
1
4
The exclamation marks give the paragraph a light-hearted / jokey / funny tone.
Give 1 mark for any explanation of this idea.
1
5
The following points may be included:
•
leadership skills (aircraft commander training)
•
physical fitness / being in shape (spacewalk training)
•
grit / determination
•
dedication / commitment
•
adaptability / flexibility
•
interest in travel (the Antarctic) / working in remote places
•
being good at science / engineering / tutoring.
Give 3 marks for 7–8 points.
Give 2 marks for 4–6 points.
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
3
6
Give 2 marks for a response with at least five points and clear understanding.
Give 1 mark for a response with three points and some clarity.
Give 0 marks for a summary made up of points that are not synthesised or includes one
or two of the listed points.
Do not award more than 1 mark if the summary is over 40 words.
2
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors
Marks
•
•
•
•
Content is consistently relevant and developed in detail.
The text type is clearly established, with an appropriate tone throughout.
Uses a wide range of well-chosen vocabulary.
A clear, consistent relationship between the writer and the reader is established and controlled.
4
•
•
•
•
Content is relevant, and ideas are developed using some appropriate techniques.
The main features of the text type are evident and tone is mostly appropriate.
Vocabulary choices are relevant for the purpose.
Some awareness of the reader.
3
•
•
•
•
Content is straightforward with basic relevant information.
General aspects of the text type are evident and a tone is established.
A simple range of vocabulary is relevant to the purpose.
Some awareness of the reader may be shown.
2
•
•
•
The response has limited relevance to the task.
Some elements of the text type are seen but the tone may be inconsistent.
Vocabulary is simple.
1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
•
•
•
•
•
Marks
Well-crafted paragraphs enhance the structure of the text.
The response is presented coherently and logically to aid development of ideas.
Cohesion is achieved using devices such as connectives accurately and consistently.
Effective use is made of a variety of sentence structures, including some complex forms.
Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)
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Paragraphs are used to help structure the text.
The response is generally coherent and in a logical order.
Some use is made of organisational devices.
Appropriate use is made of sentence structures.
Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).
Grammar and punctuation are mostly accurate.
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Paragraphs are used, but not consistently.
The response is clear but not sequenced logically to help the development of ideas.
Movement between paragraphs may be disjointed.
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Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 TEST ANSWERS
Descriptors
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Marks
Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
Simple connectives are used to join clauses in compound sentences.
Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
There is some basic sequencing of material, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is evident, with sentences usually demarcated accurately.
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Spelling (maximum of 2 marks)
Descriptors
Marks
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Spelling of a wide range of words is almost completely accurate.
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Spelling of a reasonable range of words is generally accurate
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Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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